Moodle

E-portfolios









Facilitating Student Generate Content - from Thom Cochran Unitec
http://ctliwiki.unitec.ac.nz/index.php/MobileAffordances

Table 1 Affordances of smartphones mapped to social constructivist activities.

Activity	Overview	Examples	Pedagogy
Video Streaming	Record and share live events	Flixwagon, Qik http://www.qik.com Livestream Ustream	Real-time Event, data and resource capturing and collaboration.
Geo tagging	Geo-tagg original photos, geolocate events on Google Maps	Flickr, Twitter, Google Maps	Enable rich data sharing.
Micro-blogging	Post short updates and collaborate using micro-blogging services	Twitter http://tinyurl.com/2j5sz3	Asynchronous communication, collaboration and support.
Txt notifications	Course notices and support	Txttools plugin for Moodle and Blackboard txt and twitter polls http://www.polleverywhere.com/ http://twitter.polldaddy.com http://twtpoll.com/	Scaffolding, learning and administrative support
Direct screen sharing	Video out to video projector, pico projector or large screen TV	Microvision Show http://tinyurl.com/celgot	Student presentations, peer and lecturer critique.
Social Networking	Collaborate in groups using social networking tools	Vox groups, Ning, peer and lecturer comments on Blog and media posts http://tinyurl.com/4uz6rj	Formative peer and lecturer feedback.
Mobile Codes	2D Codes scanned by cameraphone to reveal URL, text etc…	QR Codes, Datamatrix 2D Codes http://tinyurl.com/af2u6d QR Code Readers Software Short URL QR Code Generator Google's QR Generator	Situated Learning – providing context linking
Enhanced Student PODCasts	Remote recording of audio, tagged with GPS and images etc…	AudioBoo	Situated and collaborative Learning – providing context linking
Augmented Reality	Overlaying the real world with digital information, tagging	Wikitude	Situated and collaborative Learning – providing context linking

Pedagogy - more from Thom

The underpinning pedagogy chosen for the project is social constructivism, focusing upon students recording and documenting their learning collaboratively across multiple contexts using mobile web 2.0 tools. This is illustrated by Fig1 above - a mobile web 2.0 concept map, created by the researcher. An interactive version can be viewed online at:

http://ltxserver.unitec.ac.nz/~thom/mobileweb2concept2.htm (mirror at http://homepage.mac.com/thom_cochrane/MobileWeb2/mobileweb2concept2.htm ).

Herrington’s (Herrington & Herrington, 2007) nine critical success factors in establishing authentic learning environments include:

• authentic contexts that reflect the way the knowledge will be used in real-life
• authentic activities that are complex, ill-defined problems and investigations
• authentic assessment that reflect the way knowledge is asses in real life

Laurillard also backs this up: “M-learning technologies offer exciting new opportunities for teachers to place learners in challenging active learning environments, making their own contributions, sharing ideas, exploring, investigating, experimenting, discussing, but they cannot be left unguided and unsupported. To get the best from the experience the complexity of the learning design must be rich enough to match those rich environments” (Laurillard, 2007) (p174).